Using Eye Movement to Differentiate Between Students with and Without a Learning Disability in Reading

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In this exploratory study, eye movements of students with and without a learning disability in reading were recorded using a device called Eye-gaze Recognition Interface Computer Aid (ERICA) as they solved a set of third grade science problems from the Virginia Standards of Learning Assessment program. The recorded eye-gaze information included location of eye-gaze fixation on a computer screen, duration of fixation, the path of eye movement, and duration between fixations. This mixed methods study addressed four questions: (a) Are there differences in the amount of time students spend on question and image? (b) Are there eye movement pattern differences between the two groups when solving science SOL questions? If so, how do these patterns differ? (c) Are there differences in saccades while solving problems between two groups of students? (d) What are some significant differences between these two groups of students in zone graph? The results of the analysis of variance and effect size revealed statistically significant differences in latent response time, Question-zone fixation time, total fixations and correct responses with effect size of 1.107, 1.23, .608, and .775 respectively. Results of the qualitative analysis revealed that there were mildly more clustering of fixations and saccades for students with reading disability. In chapter 1, I introduce the study including the statement of problem and purpose. The literature review is presented in chapter 2. Methodology and results are presented in chapters 3 and 4 respectively. In the final chapter, I provide interpretation of findings along with recommendations for future practice and research.In chapter 1, I introduce the study including the statement of problem and purpose. The literature review is presented in chapter 2. Methodology and results are presented in chapters 3 and 4 respectively.

Title

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Using Eye Movement to Differentiate Between Students with and Without a Learning Disability in Reading

Author

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Kevin Oh

Publisher

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ProQuest - 2007

ISBN-13

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